this article elaborates on a spatial approach to language practices in educational settings, investigating how teachers establish relationships between languages, states, and speakers. The focus is on ways in which they co-construct geographical and political formations while reflecting on school spaces and institutional language policies in conversation with the researcher.
Monday, 21 May 2018
Recently I published a chapter in an edited book on sociolinguistic research entitled On the Border of Language and Dialect. As I write in the intro, most of the authors of the volume (e.g. Preston, Palander & Riionheimo, Laakso, Koivisto, Kunnas) "organize their studies along geographical borders vis-à-vis perceptions of dialects" while
Friday, 11 May 2018
In the turn of November and December I presented a paper and a poster with my colleague Josephine Moate with whom we co-ordinate the development of a new study programme LAMP – Language Aware Multilingual Pedagogy (in Finnish: KiMo – Kielitietoisuutta ja monikielisyyttä tukeva pedagogiikka), a project shared between the Department of Teacher Education, the Department of Education and the Department of Language and Communication Studies at the University of Jyväskylä.
|In our paper with Josephine, we discuss different entry points to the study of language awareness and multilingualism|